Friday, April 22

8:00 am - 9:00 am
Session 1
Lessons From Life and the Pursuit of Attitude, Purpose and Vibrancy
Dave Caspers, Casper & Co, LLC and Banner Health

These lessons are part of seven-year journey that started when I saw a photo of my father and his brothers. It was the first time in my life I did not want to be like my father.

Learner Outcomes: At the end of this presentation, participants will be able to:

• Strike an important balance in creating enough healthy energy for themselves and those around them in order to sustain and live more fully that helps better serve your clients.
• Reset the thinking on why attitude matters to a deeper level and the impact of unlocking yourself from situational self value to better serve your clients.
• Explain that legendary is not a comparison of wealth, possessions or commercial success.

Level of Learning: Intermediate

9:15 am - 10:45 am
Session 2
Building Effective Communication and Reducing Struggle in School Stuttering Therapy
Elyse Lambeth, MS, CCC-SLP, BCS-F, Seattle Children's Hospital

Speech-language pathologists who work with individuals who stutter are starting to emphasize effective communication over fluency and reducing struggle over utilizing strategies. This presentation will dive into the reasoning behind this shift in focus and practical ways to implement the core values of effective communication and spontaneous talking into stuttering therapy with students at school. Exciting new research that informs these shifts will be discussed including incorporating the research into evidence-based treatment. Ways to address significant blocks and struggle will be discussed as well as fun ways to increase carryover and work on desensitization.

Learner Outcomes: At the end of this presentation, participants will be able to:

• Describe the difference between focusing on fluency and focusing on effective communication and the impact emphasizing effective communication can have on stuttering therapy.
• Utilize several approaches to address struggle in the stuttering moment to increase effective communication.
• Utilize a communication scale to help clients identify communication goals.
• Identify several activities that they could incorporate in therapy to work on desensitization.

Level of Learning: Intermediate

9:15 am - 10:45 am
Session 3
What Providers Need to Know About Working With Oral Language Interpreters
Fe Murray, EdD, CCC-SLP, Northern Arizona University

This session will discuss the legal and ethical guidelines for appropriate inclusion of and collaboration with, qualified interpreters in health care and educational settings. Important qualities and qualifications of an interpreter will be discussed, as well as effective strategies that providers should employ when using interpreters, particularly in formal and informal meetings with families. Case studies and demonstrations will be used throughout the session.

Learner Outcomes: At the end of this presentation, participants will be able to:

• List minimal competencies of a qualified interpreter and the possible ethical and legal ramifications of not meeting those competencies.
• Identify common dilemmas that may surface during interpretation and give possible solutions.
• Describe responsibilities of service providers when using interpreters.

Level of Learning: Introductory

9:15 am - 10:45 am
Session 4
Medicare and Healthcare Reform 101
Lisa Naylor, MA, CCC-SLP

The Medicare program provides benefits for speech-language pathology services and audiology diagnostic services for older Americans and those with severe disabilities. According to the American Speech-Language-Hearing Association, outpatient speech-language treatment (CPT/HCPCS 92507) was provided under Medicare 1,508,520 times in calendar year 2008. There are a variety of regulations, guidelines and local coverage policies surrounding Medicare coverage of speech-language pathology and audiology services. This presentation will review the basic structure of Medicare, coverage guidelines and reimbursement issues related to speech language pathology and audiology and the impact of the healthcare reform act on speech language pathology and audiology services. In addition, updates regarding ASHA's ongoing advocacy efforts related to Medicare coverage of speech language pathology and audiology services will be provided.

Learner Outcomes: At the end of this presentation, participants will be able to:

• Distinguish between Medicare's four benefit programs.
• Define a Medicare Administrative Contractor and Local Coverage Determination.
• Explain one impact of the health care reform act on Medicare coverage of speech language pathology and audiology services.

Level of Learning: Introductory

11:00 am - 12:30 pm
Session 5
Above and Beyond the SLP Degree
Mai Ling Chan, MS, CCC-SLP, XceptionalLearning

Have you felt the effects of increasing caseloads, reduced funding, speech-language pathologist (SLP) shortages and other variables that lead to burnout and overall job dissatisfaction? Be a part of the change you want to see in the profession. Explore the myriad of opportunities to create change in ways that reflect your personal talents and skills combined with your passion and vision for the future. Building on the foundations of clinical practice in speech-language pathology, this session will provide examples of professionals who have successfully expanded their horizons and will also include short activities to begin the process of identifying and spotlighting your personal strengths to empower you to step into the next level of your professional journey.

Learner Outcomes: At the end of this presentation, participants will be able to:

• Discuss how resources for speech-language pathology are envisioned and created.
• Identify resources that are beneficial to the field of speech-language pathology.
• List personal strengths and opportunities to contribute to the field of speech-language pathology.

Level of Learning: Intermediate

11:00 am - 12:30 pm
Session 6
Stories of Second Language Acquisition and Heritage Language Loss
Fe Murray, EdD, CCC-SLP, Northern Arizona University

This introductory session will use hypothetical case studies depicting realistic situations as a conduit to provide participants with a necessary foundation in bilingual language development. The scientific basis and theories of learning multiple languages in various situations, including international adoptions, will be discussed. Typical language acquisition processes, including heritage language loss, to inform clinicians making diagnostic and intervention decisions.

Learner Outcomes: At the end of this presentation, participants will be able to:

• Describe characteristics of second language development
• Contrast typical and atypical language development in dual language learners
• Differentiate between myths and truths of bilingualism

Level of Learning: Introductory

11:00 am - 12:30 pm
Session 7
Why /r/ We Struggling? – Making /r/ Manageable, Part 1
Jennifer Buckler, CCC-SLP, Midwestern University

Establishing /r/ shouldn't bring SLPs or our clients to tears of frustration. This method provides an easy to follow procedure for eliciting /r/ in even the most habituated cases. It's possible to get an /r/ on the first day and not struggle for weeks, months and years to shape an approximation into the end product. It's not your fault /r/ has been difficult. We aren't taught how to specifically elicit that phoneme in school and we end up falling into using strategies that work for other phonemes that just don't work for /r/. The /r/ should be treated as the unique interaction of phonemes it is , with prompts, positioning and context that address each specifically.

Learner Outcomes: At the end of this presentation, participants will be able to:

• Elicit an /r/from a client in the releasing position of single syllable words.
• State and demonstrate the initial positioning cues for eliciting /r/ in both initial and medial position of words in VCV context.
• Describe the sequence of steps using context to move /r/ in the releasing position of words (CV) to the arresting position of words (VCC)

Level of Learning: Introductory

1:00 pm - 2:00 pm

POSTER SESSIONS – See Poster Session tab for Poster Details.

2:00 pm - 3:30 pm
Session 8
Successful Advocacy: Strategies that Work!
Eileen Crowe, ASHA; Jennifer Casteix, MS, CCC-SLP, University of Arizona

Learn how advocacy works to support your professions and how you can become engaged by partnering with ArSHA and ASHA to create change at the local, state and national levels.

Learner Outcomes: At the end of this presentation, participants will be able to:

• Examine current advocacy efforts of ArSHA.
• Examine tips for effective advocacy negotiation.
• Identify key players in successful advocacy strategies.

Level of Learning: Intermediate

2:00 pm - 3:30 pm
Session 9
The Dream Team! Make Your SLP/SLPA Relationship Something Magical
Vickie Jones,SLPA, Tucson Country Day School

The Dream team! SLPA/SLP collaboration, make it what it should be. SLPAs know that there are many course opportunities for SLPs to take to learn how to supervise an SLPA, but there are few offerings for both SLPAs and SLPs to learn how to work effectively and seamlessly with each other as a team. There is way more to the SLP/SLPA relationship then supervision. This session will provide resources and tools to elevate communication skills and maximize the effectiveness of the speech team in any setting. Emphasis will be placed on identifying the strengths of both the SLPA the SLP, techniques for using those strengths and effective feedback for an improved supervisory relationship. Make the team magic happen!

Learner Outcomes: At the end of this presentation, participants will be able to:

• Develop Knowledge of the SLPA/SLP working relationship
• Evaluate your teams strengths and weakness to facilitate a working relationship
• Support your team members to provide a seamless professional environment for client services.

Level of Learning: Introductory

2:00 pm - 3:30 pm
Session 10
Why /r/ We Struggling? – Making /r/ Manageable, Part 2
Jennifer Buckler, CCC-SLP, Midwestern University

Establishing /r/ shouldn't bring SLPs or our clients to tears of frustration. This method provides an easy to follow procedure for eliciting /r/ in even the most habituated cases. It's possible to get an /r/ on the first day and not struggle for weeks, months and years to shape an approximation into the end product. It's not your fault /r/ has been difficult. We aren't taught how to specifically elicit that phoneme in school and we end up falling into using strategies that work for other phonemes that just don't work for /r/. The /r/ should be treated as the unique interaction of phonemes it is , with prompts, positioning and context that address each specifically.

Learner Outcomes: At the end of this presentation, participants will be able to:

• Elicit an /r/from a client in the releasing position of single syllable words.
• State and demonstrate the initial positioning cues for eliciting /r/ in both initial and medial position of words in VCV context.
• Describe the sequence of steps using context to move /r/ in the releasing position of words (CV) to the arresting position of words (VCC)

Level of Learning: Introductory

4:00 pm - 5:30 pm
Session 11
Dynamic Evaluations of Bilingual Students
Amy Anson, MS, CCC-SLP; Jacob Tryon, MS, CCC-SLP; Dania Allen, PhD; Hope Dillon, MS, CCC-SLP, from Mesa Public Schools

In Arizona schools speech-language pathologists (SLPs) are often faced with evaluating students for language function while having to determine the impact of second language acquisition. This is difficult when an SLP is monolingual, but obtaining informal assessment data remains an even more crucial and challenging element. Our team of speech-language pathologists worked together in a PLC cadre over the course of a school year collecting relevant research and materials to provide us meaningful information in ways that use the resources we do have. We learned to cooperate with other team members and our school psychologist partners to design an assessment system that not only provides valuable linguistic information across two languages but also helps us stand the test of data-based assessment and eligibility decisions. Questions we asked were, “What features of a language sample stand out to suggest a true language learning disability versus features that may well suggest delay due to second language learning?” “How can we improve our rater reliability interpreting bilingual language samples?” “What are other benefits to an SLP not attempting to complete this process on their own, as a single rater?” In this session we will share our discoveries and problem solving process along with a straightforward approach we developed. This process is repeatable and doable!

Learner Outcomes: At the end of this presentation, participants will be able to:

• Identify the short-fall of current standardized assessment measures for bilingual students.
• Understand what data-based decisions for evaluating bilingual students should look like in compliant reports.
• Describe the role that evidence of metalinguistic/metacognitive skills play in differential diagnosis of language disorder from second language acquisition.
• Identify other resources in their working environment that can help to satisfy these needs in student assessment.

Level of Learning: Intermediate

4:00 pm - 5:30 pm
Session 12 - ETHICS
Ethical Guidelines for SLPs Practicing in Arizona
Deirdre Curle, PhD, Washington Center for Deaf and Hard of Hearing Youth

This session will educate speech-language pathologists and audiologists across settings (clinical, educational or private practice) about the existing codes of professional conduct in the Arizona Revised Statutes and the Arizona Administrative Code, and how they align or differ from the 2016 ASHA Code of Ethics.

Learner Outcomes: At the end of this presentation, participants will be able to:

• Define ethics and terminology associated with ethics.
• Identify the codes of professional conduct pertaining to SLPs in Arizona and current ASHA Code of Ethics.
• Describe the application of the above ethical guidelines to issues in practice settings.

Level of Learning: Intermediate

Time Ordered Agenda:

• 30 minutes: introductions; ethics and related terminology definitions; laws and regulations in Arizona.
• 40 minutes: Comparing and contrasting ASHA Code of Ethics to existing laws and guidelines for SLPs in Arizona, with real life examples from ASHA’s Board of Ethics Decisions.
• 10 minutes: How to report ethics violations; sanctions and appeals process
• 10 minutes: Q & A

4:00 pm - 5:30 pm
Session 13
Models of Disability to Inform Approaches to Therapy, Ethics in Autism
Majia Nadesan, PhD, Arizona State University

Presentation introduces distinct conceptual models of disability and autism, with implications drawn for therapy and the life politics of people with autism and their families.

Learner Outcomes: At the end of this presentation, participants will be able to:

• Describe the distinct biological and social paradigms for representing autism.
• Explain the relationship between therapeutic protocols and underlying assumptions about the nature of autism and its remediation.
• Explain the ethical and political implications of these distinct autism paradigms.
• List the autism advocacy paradigms and challenges.

Level of Learning: Introductory

4:00 pm - 5:30 pm
Session 14
Turning Up the Volume on Compassion Fatigue Resilience
Kathryn Williams, SLPD, CCC-SLP, Private Practice

Occupational stress develops with a combination of individual and environmental variables with prolonged, frequent and severe work-related stress exposure (Quick & Henderson, 2016). Helping professionals, such as health care providers, are prone to experience occupational stress given the high-stress environment and human-service nature of the career (Maslach, 2017). Stamm (2010) outlined a taxonomy for a helping professional’s quality of life consisting of compassion fatigue as the umbrella term for the negative effects of caring with burnout and secondary traumatic stress as subareas of occupational stress. Overall, the compassion fatigue prevalence is growing among healthcare workers and further rose during the pandemic (Milne & Reiser, 2020; Morgantini et al., 2020). Reducing symptoms of compassion fatigue is a critical factor for the professional’s well-being, quality of care and facility system operations (Maslach, 2017). Session participants will define occupational-related terminology and discover the impact it has on the helping professional and those they serve. In the session, participants will learn how to identify risk factors for compassion fatigue and cultivate evidence-based strategies to combat the effects. Upon the conclusion of the session, participants are expected to leave with practical stress management tools and a rejuvenated passion for their careers.

Learner Outcomes: At the end of this presentation, participants will be able to:

• Identify risk factors for compassion fatigue.
• Explain the negative impact compassion fatigue has on the professional, those they help and the organization.
• Demonstrate remediation strategies to combat compassion fatigue.

Level of Learning: Introductory

5:45 pm – 7:45 pm

Happy Hour

Saturday, April 23

8:00 am - 9:30 am
Session 15
20+ Exciting Literacy Activities for AAC Users
Brenda DelMonte, MA, CCC-SLP, Private Practice; Jeremy Legaspi, MS, CCC-SLP, PRC-Saltillo

For learners who require augmentative and alternative communication (AAC), the acquisition of literacy skills is particularly important and despite having access to technology, many AAC specifically those with complex bodies using alternative access are not working up to their educational potential. Reading and writing effectively are long-term processes; however, with effective and motivating activities starting at an early age this can have a significant impact. In this session, participants will learn over 20 emergent and conventional literacy activities for AAC users and how best to use these activities to translate into emergent and conventional literacy skills regardless of cognitive ability. Real-world examples, videos and resources will be provided in order for participants to begin literacy instruction with those who use AAC.

Learner Outcomes: At the end of this presentation, participants will be able to:

• List three goals that address emergent literacy.

• Identify at least five examples of emergent literacy activities.

• Identify at least three examples of conventional literacy activities.

Level of Learning: Introductory

8:00 am - 9:30 am
Session 16
Thinking Outside the “Box”: Exploring Roles of SLPs/SLPAs in Dyslexia
Heather Caska, MS, CCC-SLP, HBC Language and Literacy; Karina Kadhi, BS, SLPA, Early Birds Learning Specialists

When we hear the term dyslexia, too often, our initial thoughts are only considering the program needed for effective instruciton. In this session, we will discuss how vital our roles are as SLPs/SLPAs to think outside of the “box”. Attendees will explore the scope of practice in speech-language pathology and how it applies to individuals with dyslexia. We will discuss the most recent legislation bill passed in Arizona and describe ways SLPs/SLPAs can be more involved in the school and private practice settings.

Learner Outcomes: At the end of this presentation, participants will be able to:

• Describe three additional service delivery domains outside of assessment and treatment that are essential when working with students with dyslexia.

• Describe three barriers to Upstream Thinking when discussing prevention and early identification.

• Describe three points of SB1403 and how they relate to the SLP.

Level of Learning: Intermediate

8:00 am - 9:30 am

Session 17 - ETHICS
Ethical Considerations for the medical SLP
Jessica Lasky, MS, CCC-SLP

Abstract: In this presentation we will discuss ethical situations and dilemmas the medical SLP may encounter in their daily practice and what their role and responsibility is to each situation and patient. This presentation will contain case studies.

Learner Outcomes: At the end of this presentation, participants will be able to:

• Identify three main components of the Patient Self Determination Act of 1990 that apply to the informed consent process.
• Describe the dietary modification recommendation informed consent process.

Level of Learning: Intermediate

Time Ordered Agenda:

5 Minutes: Introduction
20 Minutes: What are ethics?
20 Minutes: The Self Determination Act of 1990
15 Minutes: Ethical Considerations for hospice, diet wavers, and feeding tubes
15 Minutes: Case Studies
15 Minutes: Question and Answer

8:00 am - 9:30 am
Session 18
CAPD – Candidacy and Treatment Options
Bridget Shanahan Herrick

Abstract: What the brain does with what the ears hear! Central Auditory Processing Disorder (CAPD) can be identified when there is a deficit between how auditory information is processed in the brain. There are approximately 2-3% of children with Central Auditory Processing Disorder (Chermak & Musiek, 1997; Palfery & Duff, 2007). Often school districts are uncertain and unable to support children when diagnosed through an Individualized Education Plan (IEP). The overall purpose of this presentation is to review what makes a good candidate and to discuss possible therapy and strategies solutions for patients diagnosed with CAPD.

Learner Outcomes: At the end of this presentation, participants will be able to:

• Define central auditory processing disorder (CAPD) and its deficits.
• Demonstrate improved understanding of what makes an individual a “good candidate” for an evaluation of central auditory processing function.
• Implement a recommendation or an accommodation at home or school settings.

Level of Learning: Introductory

10:00 am - 11:30 am
Session 19
Using Language Interpreters in Assessment and Treatment Effectively and Ethically
Fe Murray, EdD, CCC-SLP, Northern Arizona University

Through this session, participants will explore the why, when and how of using language interpreters during assessments and treatment sessions. Discussion will include discussion on ethics and on the provision of services in languages other than English in light of Arizona’s English Only education law. The presentation will include information applicable for practioners working with pediatric and adult populations in various settings.

Learner Outcomes: At the end of this presentation, participants will be able to:

• Identify situations when an interpreter would be needed.

• List at least three challenges and corresponding solutions of working with language interpreters.

• Discuss the ethical and legal reasons for using an interpreter.

• Compare and contrast the use of an interpreter during an assessment and a treatment session.

Level of Learning: Introductory

10:00 am - 11:30 am
Session 20
Thinking Outside The “Box”: Applying Clinical Skills In Dyslexia Intervention
Heather Caska, MS, CCC-SLP, HBC Language and Literacy; Karina Kadhi, BS, SLPA, Early Birds Learning Specialists

In this session, participants will learn about evidence-based intervention techniques and approaches to effectively manage dyslexia. Various service delivery options in the school and clinical settings will be discussed. Case studies and demonstrations will be used to demonstrate the various aspects of dyslexia intervention. Discussion will also focus on how to incorporate principles of structured literacy in your current treatment plans.

Learner Outcomes: At the end of this presentation, participants will be able to:

• Discuss the three principles and six key elements of structured literacy intervention.

• Describe three evidence-based intervention techniques and approaches to manage dyslexia.

• Describe three ways to incorporate structured literacy interventions into your current treatment plans.

Level of Learning: Intermediate

10:00 am - 11:30 am
Session 21
Enhancing Endoscopic Practice Patterns Through Standardization, Transparency and Generalizability: An Introduction to VASES and Other Considerations for FEES
James Curtis, PhD, CCC-SLP, BCS-S, Columbia University

Flexible endoscopic evaluation of swallowing (FEES) is a gold standard approach for dysphagia assessment in both clinical and research practices because of its logistical and diagnostic advantages. The aims of this session are to review the diagnostic advantages and limitations of FEES; describe various aspects of the performance and interpretation of FEES that require standardization and describe how to improve the standardization, transparency and generalizability of FEES interpretation using the Visual Analysis of Swallowing Efficiency and Safety (VASES).

Learner Outcomes: At the end of this presentation, participants will be able to:

• Describe the type of swallowing outcome measures that FEES appears to be most sensitive for evaluating, and the type of swallowing outcomes that FEES appears to be least sensitive for evaluating.

• Describe how to develop and perform a standardized FEES protocol.

• Describe how the “what,” “where,” “when” and “how” of VASES can be used to enhance the transparency, standardization and generalizability of FEES interpretation.

Level of Learning: Intermediate

10:00 am - 11:30 am
Session 22
Leveling Up Your Online Presence
Natalie Phillips, AuD, Audiology Center of Northern Colorado

Social media is an effective (and relatively inexpensive), creative and personal tool to build both new and maintain customer communication and engagement. This session will discuss how social media can benefit your hearing care business and review a simple process to get started on building that connection. In addition, this session will also examine new and upcoming ways to build an audience and repeat customers through video, offers and other digital marketing and consumer focused opportunities.

Learner Outcomes: At the end of this presentation, participants will be able to:

• Describe a quick process to get their professional profile and/or hearing care business out on social media.

• List ways that social media can benefit their hearing care practice/business.

• Identify effective and interactive social media platforms and ways to use it to expand their reach to consumers and grow their businesses.

Level of Learning: Intermediate

11:30 am – 12:45 pm

Lunch/Business Meeting

12:45 pm - 1:45 pm
Session 23
Advocacy With Impact: Strategies for Success
Judy Rich, EdD, CCC-SLP, BCS-CL, ASHA

Join Judy Rich, 2022 ASHA President, for a fast-paced, interactive session focused on advocacy, leadership and volunteerism related to the professions of speech-language pathology and audiology. Judy will discuss strategies for successful advocacy, opportunities to lead and ways to get involved.

Learner Outcomes: At the end of this presentation, participants will be able to:

• Identify three legislative and/or regulatory advocacy issues important to members

• Describe the method that members can use to take action on federal and state issues using the ASHA website.

• Identify one education priority and one health care priority in the Public Policy Agenda

• Identify how diversity, equity and inclusion can be highlighted in advocacy efforts

Level of Learning: Introductory

2:00 pm - 3:30 pm
Session 24
AAC Instruction – Making it Effective, Efficient … and Engaging!!
Caroline Musselwhite, PhD, AAC Intervention

This intermediate-level presentation will explore tools, strategies and a framework to enhance engagement, learning and generalization for students who use AAC. The session will begin with a quick overview of choosing powerful goals for AAC instruction. A framework (Rehearse, Practice, Model – GO!) will be described to coordinate instruction. The speaker will discuss various ways to support students’ learning and communication with peers, including using social communication games, combining core vocabulary and literacy and determining authentic purposes. Multiple light tech tools (e.g., wipe off dice) and high tech tools (e.g., apps and interactive websites) will also be shared. Throughout the session, focus will be on activities that are both genuine and engaging. Participants will have access to a dropbox that includes a book from Teachers Pay Teachers.

Learner Outcomes: At the end of this presentation, participants will be able to:

• Determine targets for AAC intervention that are both authentic and important for learners.

• Implement at least one light-tech and one high-tech tool to support learning and enhance engagement.

• Describe one strategy from each of the components of the RMP-GO (Rehearse, Practice, Model – GO) framework to explicitly teach and generalize language skills.

• Review sources for supporting AAC instruction quickly and effectively.

Level of Learning: Intermediate

2:00 pm - 3:30 pm
Session 25
Interprofessional Collaborative Practice (IPCP) in the Trenches
Cynthia Fangman Farrell, MNS, CCC-SLP, Northern Arizona University

Interprofessional practice occurs when two or more professionals learn about, from and with each other to improve health, education and community outcomes (WHO, 2010). It differs from other teaming models in that professionals are addressing client-centered outcomes while simultaneously learning other professional perspectives. The American Speech-Language-Hearing Association (2013) states the importance of each professional maintaining its discipline-specific identity as team members engaged in collaboration from other disciplines to improve client services. This effective team-based model includes four core competency areas: Values/Ethics for Interprofessional Practice, Roles/Responsibilities, Interprofessional Communication and Teams and Teamwork ((Interprofessional Education Collaborative, 2016). This presentation will include a framework of how teams can work together using best practice principles for high quality service provision. It will also provide functional strategies in applying interprofessional collaboration across practice settings.

Learner Outcomes: At the end of this presentation, participants will be able to:

• Identify the four core competency areas of Interprofessional Collaborative Practice (IPCP).

• List three benefits of Interprofessional Collaborative Practice (IPCP).

• Describe three functional strategies in applying Interprofessional Collaborative Practice (IPCP).

Level of Learning: Intermediate

2:00 pm - 3:30 pm
Session 26
Respiratory-Swallow Coordination and the Effects of Training in Parkinson’s Disease
James Curtis, PhD, CCC-SLP, BCS-S, Columbia University

Respiratory-swallow coordination (RSC) is thought to be important for safe and efficient swallowing, with atypical RSC common in people with Parkinson’s disease. The aims of this session are to review the fundamentals of RSC; describe the relationship between RSC with pharyngeal residue, penetration and aspiration in Parkinson’s disease; and describe the effects of RSC training on swallowing rehabilitation in Parkinson’s disease.

Learner Outcomes: At the end of this presentation, participants will be able to:

• List and describe three measures used to characterize RSC in both clinical and research practices.

• Describe how respiratory phase patterning, lung volume initiation and respiratory pause duration relate to pharyngeal residue, penetration and aspiration in Parkinson’s disease.

• Describe the effects of RSC skill training on swallowing rehabilitation in Parkinson’s disease.

Level of Learning: Intermediate

2:00 pm - 3:30 pm
Session 27
Telehealth in Indigenous Country
Naomi H. Hixson, AuD, CCC-A/SLP, Phoenix Indian Medical Center

In large part due to historical forced relocation, Indigenous communities are overwhelmingly located in remote, isolated areas. Sustainable, high-quality health care delivery is an on-going challenge, particularly for specialty services such as audiology. Telehealth is, and has been, a viable service delivery method for increasing access to audiologic care.

Learner Outcomes: At the end of this presentation, participants will be able to:

• List at least three audiological services available through telehealth.

• Identify synchronous vs. asynchronous audiological services.

• Define "digital divide" as it applies to Indigenous Country.

Level of Learning: Introductory

3:45 pm - 4:45 pm
Session 28
Evaluation and Treatment of Hypotussic Cough in People With Dysphagia
James Curtis, PhD, CCC-SLP, BCS-S, Columbia University

Cough is important for ejecting foods and liquids out of the larynx and lower airway, but is often impaired in people with dysphagia. Therefore, understanding how to evaluate and treat cough is important when working with people with dysphagia and increased aspiration risk. Therefore, the aims of this session are to review the physiology and fundamental concepts of cough as an airway protective behavior; describe gold standard and clinically feasible methods to evaluate cough in people with dysphagia; and review methods for rehabilitating cough in people with impaired sensorimotor cough function.

Learner Outcomes: At the end of this presentation, participants will be able to:

• Describe the three phases of reflex and voluntary cough and why cough is important for clinicians who evaluate and treatment dysphagia.

• Describe three methods used to evaluate and estimate cough effectiveness.

• Describe three types of interventions that have been used to improve sensorimotor cough function in people with hypotussic cough disorders.

Level of Learning: Intermediate

3:45 pm - 5:15 pm
Session 29 - SUPERVISION
Updates in Supervision
Catherine Bacon, MA, CCC-SLP; Maria Dixon, MA, CCC-SLP, from Arizona State University

Current evidence-based practice for supervision in speech-language pathology (SLP) will be presented along with recommendations for supervision of Speech-Language Pathology Assistants (SLPAs), SLPA students, SLP master’s students and newly graduated SLPs completing their clinical fellowship experience. Effective tools and strategies for clinical supervision and teaching professionalism will be shared.

Learner Outcomes: At the end of this presentation, participants will be able to:

• Identify competencies for supervision as outlined by ASHA.

• Identify requirements for supervision of SLPA and SLP students, SLPAs and Clinical Fellows.

• Create a timeline for responsibilities for ensuring breadth of experiences for clinical interns and Clinical Fellows.

• List the concepts of professionalism critical to teach student clinicians.

Level of Learning: Intermediate

Time Ordered Agenda:

10 minutes - Introduction and Overview of Supervision

20 minutes Teaching strategies for Supervision

• • Reflective practices; collaborative models; questioning strategies
  • Communicating expectations: cultural and generational diversity
  • Making the implicit explicit
  • Clinical thinking aloud

20 minutes Components of Supervision

• • Setting up for success
    • Stages of supervision (Anderson’s supervision model; Brownies)
  • Planning learning opportunities (Week x Week Guide)
  • Defining what supervision will look like
    • Supervisor/supervisee expectations (internship plan supervision plan)
    • Generational differences
    • Value of cultural diversity in supervisory relationships

15 minutes Overview of ASHA’s recommendations for supervision

• • Requirements for supervision of SLPA and SLP student interns
  • Scope and practice of SLPAs and requirements for supervision
  • Supervision requirements for Clinical Fellows

10 minutes Resources for Success

• • ASHA’s resources for clinical supervision
  • Modules from the Council for Academic Programs in Communication Sciences and Disorders

15 minutes Summary & Questions

3:45 pm - 5:15 pm
Session 30
Developmental Practices for Pediatric Feeding and Swallowing Management
Cynthia Fangman Farrell, MNS, CCC-SLP, Northern Arizona University

With increased survival rates of children with complex and medically fragile conditions and improved longevity of persons with feeding and swallowing difficulties, children are still expected to be ready to participate in eating and drinking routines safely and efficiently at home, in school and within their communities (ASHA, n.d.). Developmental milestones are the foundation of diagnosis and management in pediatric dysphagia. Milestones are makers of a child’s progress toward safe, age appropriate and efficient feeding and swallowing skills. Any disruption of this developmental process can adversely affect safe and adequate nutrition and hydration that is essential for energy and brain development. Feeding and swallowing issues impact a child’s physical social, emotional and /or cognitive function and increase caregiver stress (Goday et al, 2019). This presentation will review recent research evidence regarding aspects of normal development of feeding and swallowing structure and function. This presentation will also discuss a framework of how to use developmental information as a basis for assessment and management decisions for young children across practice settings.

Learner Outcomes: At the end of this presentation, participants will be able to:

• Describe primary characteristics of normal developmental progression for pediatric feeding and swallowing skills.

• Identify three developmental strategies to complete evidence-based pediatric feeding and swallowing assessments.

• Identify three developmental strategies for evidence-based pediatric feeding and swallowing management.

Level of Learning: Intermediate

3:45 pm - 5:15 pm
Session 31
Hidden Hearing Loss: Why is it Hidden? - Pending Cancellation
Zarin Mehta, PhD, CCC-A, AT Still University

Hidden hearing loss (HHL) is a relatively recently reported auditory neuropathy. To perceive auditory signals, it is necessary that both the peripheral cochlear sensory cells and the cochlear neurons are functioning normally. In animal and human studies, HHL presents with normal/near normal auditory thresholds but impaired cochlear neurotransmission. In humans, the impaired cochlear neurotransmission manifests as difficulty understanding speech, especially in noise. It has been a long-held belief that poor speech understanding in the presence of normal peripheral auditory thresholds is the result of deficits in central auditory processing. Emerging evidence indicates that poor speech processing can occur because of defects in inner hair cell synapses within the cochlea (auditory synaptopathy). These changes are seen as a result of noise exposure, ageing and with some neurodegenerative diseases. Defective myelination due to Schwann cell damage may also result in HHL. This presentation will explore the different etiologies of HHL reported in the literature and discuss its diagnosis and management exemplified through case studies.

Learner Outcomes: At the end of this presentation, participants will be able to:

• Explain the etiology of hidden hearing loss.

• Identify the clinical presentation of hidden hearing loss.

• Determine appropriate management of hidden hearing loss.

Level of Learning: Intermediate

ArSHA 2022 Highlighted Speaker Bios

Catherine Bacon, MA, CCC-SLP, is a clinical professor in speech and hearing science at Arizona State University (ASU). She teaches graduate and undergraduate classes and coordinates ASU’s SLPA certificate program. She has provided clinical supervision to undergraduate and graduate students for more than 30 years.

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Jennifer Buckler, MS, CCC-SLP, has 34 years of clinical practice experience. She spent 29 years in the public schools with 10 of those years as department lead for the fourth largest district in the state. She helped develop and taught for 14 years in the speech-language pathology assistant program at Estrella Mountain Community College. For the last five years, she has been with Midwestern University where she guides and mentors the next generation of speech-language pathologists in their work with pediatrics. She teaches courses in fluency, articulation and phonology and practice in the schools.

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Heather Caska, MS, CCC-SLP, is a certified speech-language pathologist (SLP) and owner of
HBC Language and Literacy. She has more than 10 years of experience as a speech-language pathologist. Heather graduated with a bachelor’s degree in speech and hearing sciences from the University of Arizona and completed her master's in clinical speech-language pathology from Northern Arizona University. She has experience working with a variety of communication disorders; however, her true passion lies in working with children with dyslexia and their families and educating other SLPs on their role in early identification dyslexia.

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Dave Caspers joined Banner in 2015 as the vice president of patient experience. His role quickly grew and included corporate communications, organizational effectiveness and talent development as well as HR strategy. He then led turnaround efforts in the Academics Division as the vice president of human resources. He was placed on special assignment within that role to lead a project called Priority One. Priority One was designed to capture, prioritize and drive collaborative solutions between Tucson and Banner Corporate Phoenix. This operational project was the incubator for his current role. Dave is currently the vice president of the Healthcare Operations team created just prior to COVID-19 and serves all of health care delivery. In this role, he is the business owner of the Acute Chief Operating Officers, Banner Health Transportation (Banner Air and all Ground Ambulance Emergency Operations Support), Banner Health Transfer Services, Banner Health Placement Services, Banner Health Security and Emergency Services, Best Practice Operational Design, Kronos Team Member Scheduling, Patient Experience Operations, Logistics Resource Operations Center, Translation and Language Services and Banner Shops and Services (EVS, Transporters, Spiritual Care, Volunteers, Guest Experience and Culinary Departments). Prior to Banner, Dave was a Fortune 15 top executive at Target where he was responsible for the turnaround of operations and sale of Target Pharmacy, Clinics and Optical business which represented over $5b in annual sales, 2,000+ locations and over 25,000 healthcare team members. He was at Target for 23 years and served in many capacities including his role in Healthcare, VP of Store Operations, VP of Stores Human Resources in the Northeast region consisting of 600 sores, 60,000 team members and over $15b in annual sales. Dave holds an undergraduate degree from St. Cloud State University in Minnesota in applied psychology and businesses management. He volunteers as an executive coach for non-profit leaders who seek greater effectiveness and is involved in community projects that provide free water to those locally in need in the greater Phoenix area.

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Mai Ling Chan, MS, CCC-SLP, is a speech-language pathologist, industry historian, global connector, and technology entrepreneur. Building on 16 years of clinical experience and a lifetime of entrepreneurship, she focuses on supporting disability-focused thought leaders and creating digital products that make a difference in the global special education ecosystem. In her role as co-founder and Chief of Partnerships of Xceptional Learning, she facilitates national and international partnerships with disability experts to support the creation of professional development courses, digital services, and virtual therapy. In addition, after publishing three Amazon best-selling books in 18 months, Mai Ling continues to spotlight industry leaders on her Xceptional Leaders podcast, now in its 4th year reaching over 25K global listeners.

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Eileen Crowe is the director for state association relations at ASHA. She’s responsible for the western region of state speech-language-hearing associations. Prior to ASHA, she was a legislative analyst for Maryland General Assembly. She has her bachelor’s degree in political science and her master’s degree in public administration from Louisiana State University.

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Deirdre Curle, PhD, earned an MS in communication disorders from the University of New Mexico and a doctorate in special education from the University of British Columbia. She has practiced as an speech-language pathologists in clinical and educational settings with children and adults. Deirdre serves as member-at-large on the Washington Speech-Language-Hearing Association Board. She currently provides consultation and evaluation services for deaf and hard of hearing children through the Washington Center for Deaf and Hard of Hearing Youth, and is an adjunct professor for the Deaf Education Program at the University of British Columbia in Vancouver, Canada.

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James Curtis, PhD, CCC-SLP, BCS-S, is a speech-language pathologist and postdoctoral research fellow in the laboratory for the Study of Upper Airway Dysfunction and an adjunct assistant professor at Teachers College, Columbia University. Prior to pursuing his postdoctoral work and completing his doctoral studies at Columbia University, Dr. Curtis worked clinically at the Voice and Swallowing Center and the Head and Neck Cancer Center at the University of California San Francisco Medical Center. His current research interests include assessing the relationships between respiratory-swallow coordination and swallowing function in people with neurologic disease; examining how principles of motor learning translate to voice, cough and swallow rehabilitation; and optimizing the validity, standardization and clinical feasibility of voice, cough and swallowing evaluations and treatments with an emphasis on flexible endoscopic evaluations of swallowing (FEES).

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Maria Dixon, MA, CCC-SLP, is a clinical professor in speech and hearing science at Arizona State University (ASU). She teaches graduate courses in autism spectrum disorder, and fluency disorders, as well as a course in the SLPA program. She provides clinical supervision in the areas of school-based speech and language intervention and bilingual speech and language intervention.

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Cynthia Fangman Farrell, CCC-SLP, is a Northern Arizona University (NAU) clinical professor in the Speech-Language and Hearing Clinic for full-time graduate students who are seeking a master’s degree in clinical speech-language pathology. She is a course instructor for Clinical Practicum in Speech-Language Pathology and Clinical Pediatric Dysphagia. She is involved in clinical research with focus areas of evidence-based supervision, interprofessional practice, early intervention and pediatric feeding and swallowing disorders. Cynthia’s background includes previous experience in private practice, hospital settings, early intervention, school districts and university teaching. She is Neuro-Developmental Treatment (NDT) Certified with more than 30 years of experience and expertise in areas of pediatric swallowing and feeding, early intervention and interprofessional collaboration. Cynthia is the chair of the Arizona Speech-Language-Hearing Association (ArSHA) Early Childhood Committee and an active member of the American Speech-Language-Hearing Association (ASHA).

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Bridget Shanahan Herrick, AuD, is a clinical assistant professor at Arizona State University. She has worked in pediatric hospital and primary education (Pre-K - 12th Grade) settings. Dr. Shanahan Herrick specializes in pediatric diagnostic evaluations for children with hearing loss as well as central auditory processing disorders (CAPD) evaluations.

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Naomi H. Hixson, AuD, CCC-A/SLP, a citizen of the Choctaw Nation of Oklahoma and Cherokee Nation of Oklahoma, serves as Phoenix Indian Medical Center’s chief of audiology and director of the Phoenix Area Hearing Improvement Program. In these roles, Dr. Hixson is responsible for program development, implementation, monitoring, evaluation and continuous improvement of the Phoenix Area audiologic care delivery system and its patient care policies. The Phoenix Area Indian Health Service provides health care and community health services to more than 140,000 Indigenous people in the tri-state area of Arizona, Nevada and Utah. The Phoenix Indian Medical Center Audiology Department staffs the visiting professionals program and provides a hybrid-delivery model of direct care services, including ambulatory and telehealth modalities, to more than 10 remotely located health centers throughout Arizona and Nevada. During the COVID-19 public health emergency, Dr. Hixson was appointed as acting telehealth coordinator for the Phoenix Indian Medical Center. She has served on several Indian health service headquarters’ panels and committees as a subject matter expert on the clinical development and application of telehealth services within the Indian Health Service. Dr. Hixson holds a Doctorate of Audiology degree from Arizona State University and a Master of Arts degree in speech-language pathology from Northwestern University.

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Elyse Lambeth, MS, CCC-SLP, BCS-F, received a master’s degree in communication disorders from University of Redlands in 2006. She received her board certification in fluency disorders in 2017, and currently serves on the board for the American Board of Fluency and Fluency Disorders. She works at Seattle Children’s Hospital, co-facilitates the annual Seattle Stuttering Camp for Teens at the University of Washington, and has coordinated various workshops and stuttering events.

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Jessica Lasky, MS, CCC-SLP, is a medical speech-language pathologist that specializes in dysphagia and the adult and geriatric populations. Jessica has worked in nearly every setting possible from outpatient neuro rehabilitation, stroke and trauma 1 hospitals, acute rehab facilities and skilled nursing facilities (SNFs). In 2015, Jessica launched her mobile fiberoptic endoscopic evaluation of swallowing (FEES) company, Mobile Scope, that provides FEES services throughout the state of Arizona. She has since also launched a continuing education (CEU) company, Evolutionary Education Solutions, focusing on dysphagia and FEES training. Jessica is passionate about patient advocacy, evidence-based practice, continuous clinical growth and mentoring. Jessica is a clinical mentor and moderator for the medSLP Collective and enjoys helping fellow clinicians all over the country and the world navigate tricky clinical problems. Jessica is a four-time American Speech-Language-Hearing Association (ASHA) ACE recipient and presents on various topics from dysphagia to delirium all over the United States. Jessica co-founded the Dysphagia Outreach Project along with Hillary Cooper and Michelle Caffaro to help spread education and resources to clinicians and patients working with and impacted by dysphagia. She lives in Phoenix with her husband their four beautiful cats!

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Zarin Mehta, PhD, CCC-A, is an associate professor and chair, Entry-Level AuD Admissions Committee, at A.T. Still University (ATSU), in Mesa, Arizona. She teaches in the areas of auditory and vestibular disorders, central auditory processing disorders, pediatrics, genetics and pharmacology. She also supervises students at ATSU’s AFA Balance and Hearing Institute

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Fe Murray, EdD, CCC-SLP, is an associate clinical professor at Northern Arizona University (NAU) where she teaches and supervises graduate students. Prior to joining NAU, she worked as a Spanish/English interpreter and translator, and was a practicing speech-language pathologist for 25 years in various school and medical settings.

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Caroline Musselwhite, PhD, is an assistive technology specialist with more than 45 years of experience working with children and adolescents with multiple challenges, in a variety of settings, including Head Start, developmental day programs and the public schools. She has also taught courses at several universities, including West Virginia University and Western Carolina University. She has also coordinated Communication Circles and Balanced Literacy Club Projects in school districts in Massachusetts, New York, Florida, Arizona, Illinois and Kingston, Ontario. Dr. Musselwhite has authored a number of textbooks and “how-to” books on a range of topics, including Emergent Literacy Success, Communication Programming for Persons with Severe Handicaps and Reading Activities Project for Older Students (R.A.P.S.). She has also authored a number of software programs (Write to Talk, Social Scripts) and books (Learning to Work) for youth with disabilities. She has presented thousands of workshops throughout the world, and is a founding member of the Board of Directors for the International Society for Augmentative and Alternative Communication (ISAAC). Honors include: Foundation Fellowship (West Virginia University), Educator of the Year (Association for Retarded Citizens, North Carolina), Honors of the Association, (North Carolina Augmentative Communication Association), DiCarlo Outstanding Clinician Award (North Carolina Speech-Language-Hearing Association) and ISAAC Fellow.

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Majia Nadeson, PhD, is a professor of communication in the School of Social and Behavioral Sciences in the New College of Interdisciplinary Arts and Sciences. She received her doctorate in communication studies in 1993, from Purdue University after earning her bachelor's and master's degrees in the same subject from San Diego State University. Prior to joining the faculty at Arizona State University’s (ASU) College of Human Services in 1994, Nadesan was an assistant professor at Syracuse University. Dr. Nadesan’s interdisciplinary research examines the ethical implications of societal governing logics and risk-management strategies. She examined how expert understandings of autism shape how people diagnosed with the disorder are understood and treated in her book Constructing Autism (Routledge, 2005). In Governmentality, Biopower and Everyday Life (2008, 2011, Routledge), she looked at how global economic logics and technological assemblages shape everyday life practices and opportunities for U.S. citizens. In Governing Childhood, she examined how these same economic logics and technological infrastructures impact children’s daily lives, creating vastly unequal childhoods.

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Lisa Naylor, MA, CCC-SLP, has been practicing as a speech-language pathologist working with adults since 2007. She has clinical expertise in aphasia, dysphagia and voice disorders, as well as health care leadership experience. Lisa serves as a State Advocate for Medicare Policy through the American Speech-Language-Hearing Association.

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Natalie Phillips, AuD, is owner of Audiology Center of Northern Colorado in Fort Collins, Colorado. Dr. Phillips has served on the Board of Directors for the Colorado Academy of Audiology and on various convention committees for the American Academy of Audiology as well as the Support Personnel Task Force. Dr. Phillips has experience developing early hearing detection programs in various hospitals throughout the state of Texas. Her work then took her to Southern California, where she collaborated with a neurotologist, taking over the practice of Dr. William House. She has participated in research within the field of audiology, including cochlear implants, tinnitus devices and a fully implantable hearing system. Dr. Phillips is particularly interested in tinnitus and has been providing tinnitus and sound sensitivity therapy options to patients for the past 20 years. In addition to seeing patients and being involved in research and on clinical advisory boards, she continues to pursue opportunities to participate in humanitarian audiology as well as believes in connecting with people both inside and outside of the hearing industry to be able to make a bigger impact in the world. She is host of a weekly live-streamed show, All Things AuD, discussing various topics within audiology. Outside of audiology, Dr. Phillips is author of a book released in 2020 titled ACT Now: A Simple Guide to Take Action on Your Greatest Goals and Dreams and is also a best-selling contributing author of 1 Habit of the World’s Greatest Leaders. She is co-Founder of ACT Now Consulting, helping creatives confidently take action on the ideas they have been dreaming of pursuing. She also served as a Global Ambassador for a global initiative and movement to provide the tools, technology and resources to empower women as leaders and successful entrepreneurs. She is passionate about building deep relationships and authentic connections to help make a difference in the world together. She created and is founder and CEO of Connect4Excellence, LLC, a company dedicated to guide individuals, entrepreneurs and businesses to connect to their own mission and culture, to connect to others at organized events, to connect to their own voice with a bigger audience on social media, and to connect to be able to give back and create social impact. Tune in to her current podcast, Connecting A Better World, found on your podcast app of choice.

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Judy Rich, EdD, CCC-SLP, BCS-CL, is a speech-language pathologist (SLP) and professor in speech-language pathology at the University of Texas at Dallas. In addition, she serves as a consultant specializing in school-related issues for quality speech-language pathology services. She has served in school districts as an SLP, special education director and assistant superintendent. Judy has also served as president of the Texas Speech-Language-Hearing Association. She serves as the 2022 ASHA President.

Friday, April 22 from 1:00 pm – 2:00 pm
Wigwam Foyer

Adapting VNeST to Treat Spanish Language Deficits in Aphasia

Verb Network Strengthening Treatment (VNeST) improves word finding and sentence production abilities in aphasia. VNeST has also been adapted for Mandarin, Hebrew and Korean, with good language outcomes. However, no work has adapted VNeST to Spanish. The purpose of this single-case study was to modify the English version of VNeST to Spanish (VNeST-Spanish) and then explore the ability of VNeST-Spanish to treat word finding and sentence production abilities in a Spanish-English bilingual with anomic aphasia. The six-step English VNeST procedure was adapted to VNeST-Spanish by making two modifications needed because of differences in the language structure of English and Spanish: specific pronouns (yo, usted, él/ella, ellos/ellas) were targeted with each verb, and the conjugated form of the verb was presented with the relevant pronouns as opposed to the infinitive verb form. The participant received 16 hours of VNeST-Spanish over 10 weeks. Treatment was delivered in Spanish. The participant completed pre- and post-assessments, including standardized measures, discourse measures and verb probes (i.e., the participant was asked to make a sentence with each pronoun and verb combination targeted in therapy). Results indicate that verb probe latency decreased following treatment for both trained and untrained verbs. While verb probe sentence complexity did not differ pre-to-post, an increase in sentence complexity plus lexical diversity was observed in the discourse measures following treatment. No changes were observed on the standardized language measures following treatment. These preliminary results suggest that VNeST-Spanish may increase word finding and sentence production abilities in some Spanish-English bilinguals with anomic aphasia.

Learning Outcomes

At the end of this poster, participants will be able to:

• Identify how to adapt VNeST into the Spanish language.
• Explain how word finding abilities changed following treatment with the Spanish version of VNeST.
• Explain how sentence production abilities changed following treatment with the Spanish version of VNeST.

Speaker(s)

Sarah Levi, BS; Sydney Zwyghuizen, BS; Lúcia Smith, MS, CCC-SLP; Arianna LaCroix, PhD, CCC-SLP, from Midwestern University

Disability and Stuttering Simulation Assignments: Considerations and Recommendations

A disability simulation assignment requires students to go into the community or live for a specified amount of time simulating a disability. Stated more discerningly, it is an assignment that attempts to “replicate some element of a particular reality, ... intended to help participants gain knowledge or change [their] perception about that particular reality” (E. Pifer, personal communication, March 12, 2021). Yet, disability simulation literature documents that the actual outcome of such assignments “reinforces people’s existing biases and stereotypes,” (Silverman, 2017), with students missing the intended outcome of the experience altogether. This project investigated perceptions about disability and stuttering simulation assignments among nine individuals who have made stuttering simulation assignments, who stutter themselves or who work in a Disability Resource Center. Project outcomes revealed that unless carefully designed, disability and stuttering simulation assignments might be nothing more than ill-fated manufactured attempts to create an experience of what it is like to live with a disability. Recommendations are made for reconstructing the assignments altogether that will allow students to experience the desired outcome, which is to gain authentic knowledge or change their perceptions about a particular reality.

Learning Outcomes

At the end of this poster, participants will be able to:

• Describe the purpose and "spirit" of both a disability simulation assignment, as well as a stuttering simulation assignment
• Describe the actual outcome of disability and stuttering simulation assignments
• Discuss recommendations for reconstructing the assignments altogether that will lead to the desired outcome(s)

Speaker(s)

Kayli Boyles, BS; Rebecca Gerety, BS; Judith King, PhD, CCC-SLP, from Northern Arizona University

The Impact of Intensive Language Treatment on Quality of Life and Conversational Discourse: Does the Addition of Group Treatment Matter?

Treatment for aphasia is most effective when delivered in high dosages. However, the impact of intensive aphasia treatment on quality of life (QoL) and conversational discourse (CD) has not been readily explored. This study assessed the impact of an intensive treatment program on QoL and CD in 20 people with aphasia (PWA). We also assessed whether QoL and CD outcomes were modulated by the addition of group therapy. Participants completed either two hours of Verb Network Strengthening Treatment (VNeST) or two hours of VNeST plus one hour of group (VNeST + Group) four days a week for four weeks (10 PWA per group). QoL, CD, and aphasia severity (i.e., Western Aphasia Battery-Revised Aphasia Quotient) were measured pre- and post-treatment. The QoL measures were the Stroke and Aphasia Quality of Life Scale (SAQOL), the Quality of Communication Life Scale, and the Communication Confidence Rating Scale for Aphasia. CD was measured using the percentage of requests and acknowledgements during conversation. One-way mixed ANOVAs demonstrated that QoL improved following VNeST treatment for all QoL measures related to communication plus the psychosocial domain of the SAQOL, but not the SAQOL’s physical or energy domains. The additional hour of group treatment did not impact QoL ratings. CD measures were not sensitive to treatment nor group conditions. However, correlation analyses revealed significant relationships among aphasia severity, QOL, and specific CD measures. Implications of results will be discussed.

Learning Outcomes

At the end of this poster, participants will be able to:

• Describe how to utilize conversational analysis measures to assess treatment outcomes
• Describe the impact of an intensive aphasia treatment program on quality of life and conversational discourse.
•  Discuss the meaning of relationships found between aphasia severity, QOL, and CD.

Speaker(s)

Dana Threet, BS; Stephanie Christensen, PhD, CCC-SLP; Ethan Walsh, MS, CCC-SLP; Colin Macpherson, MS, CCC-SLP; Arianna LaCroix, PhD, CCC-SLP, from Midwestern University

Mindful Meditation and Quality of Life in Persons with Aphasia

Background: Mindful Meditation (MM) will be utilized in Persons with Aphasia (PWA) to analyze the relationship it may prevail in overall quality of life measures to provide PWA, SLPS and caregivers the tools to change the way rehabilitation is approached in the future. This project will serve as a continuation of research in MM and contribute to the community of those impacted by Aphasia.

Method: A Pre and Post survey was curated for PWA to extrapolate data within the following areas before and following the MM session: educational outcomes, current mental wellbeing, participation in physical/mental exercise, familiarity of mindfulness-based practice, willingness to participate in formal/in formal mindful practice. Certified Mindfulness-Based Stress Reduction (MBSR) coach Dr. Eve Hoover, DMSc, MS, PA-C, DFAAPA, delivered a one hour mindfulness session to 10 participants (seven who filled out pre and post survey) within the Aphasia support group. Conclusion: 100 percent of participants showed knowledge gain regarding MM practice from baseline to post survey data on a five-point Likert scale. After their CVA, all participants (7/7) reported declined mental health and feelings of anxiety and/or depression. Both findings support the urgency for further research in MM in PWA, as well as a call to health care professionals to implement more comprehensive mental health education/referrals to increase quality of life.

Learning Outcomes

At the end of this poster, participants will be able to:

• Identify the prevalence of mental decline post stroke, by identifying areas of need within current research and clinical practice.
• Discuss a broad understanding of the relationship between MM and QOL in PWA.
• Apply knowledge gained to advocate for patient mental well-being resources, by being proactive in comprehensive, multidisciplinary care.

Speaker(s)

Kaitlyn Smith, BS; Hailey Sandberg, BA ; Eileen Tokarz, SLP(C), from Midwestern University-Glendale

Patient-Reported Experiences With Dysphagia Management in Parkinson Disease: National Sample

Introduction: There is emerging evidence supporting the speech-language pathologist’s role in treating dysphagia in individuals with Parkinson disease (PD) (van Hooren et al., 2014). Qualitative data that investigates dysphagia management from the perspective of individuals with PD is limited, because published investigations are outdated (Hartelius & Svensson, 1994) or from another country (Miller et al., 2011). The primary purpose of our study was to interview individuals with PD to identify common themes relevant to their swallowing evaluation and treatment experiences. A clearer understanding of these experiences could refine clinical practice guidelines. Methods: In-depth, semi-structured interviews were completed to systematically probe about participants’ experience with dysphagia, including affective reactions, coping strategies, social support and management. A subset of these questions was analyzed for the present project. Evaluation-related questions examined the professionals involved in their dysphagia management and access to instrumental assessments. Treatment-related questions investigated the recommendations made, patient adherence and patient education. A national sample of participants was recruited through internet support groups and the Michael J. Fox Foundation website (n = 25). The sample included individuals who reported having oropharyngeal dysphagia secondary to PD. Interviews were recorded via Zoom HIPAA and transcribed using oTranscribe software. Results and Conclusion: ATLAS.ti software will be used to analyze group information by assigning codes to themes observed in the data. Themes identified among the dysphagia management experiences will be discussed. This work is a preliminary step toward identifying barriers to accessing dysphagia care and designing clinical practices that align with patient-centered care.

Learning Outcomes

At the end of this poster, participants will be able to:

• Identify three themes related to dysphagia evaluation that were reported by individuals with PD.
• Identify three themes related to dysphagia treatment that were reported by individuals with PD.
• Name two dysphagia-related topics that individuals with PD want to know more about.
• Define two practical ways to increase awareness of and access to dysphagia management.

Speaker(s)

Sarah Cullimore, BS; Rebecca Bartlett, PhD, CCC-SLP, from Northern Arizona University

Physiological and Psychosocial Burdens of Dysphagia: A National Sample of Parkinson Disease

Up to 80 percent of individuals with Parkinson disease (PD) experience swallowing problems during their lifetime (Kalf et al., 2012). These individuals may report physiological (e.g., choking, excess saliva) as well as psychosocial (e.g., fear, embarrassment) burdens associated with dysphagia. To date, clinical practice guidelines from the American Speech-Language-Hearing Association have not included recommendations that are sensitive to the psychosocial burdens of dysphagia. The development of such guidelines has been hampered by investigations whose samples are not only small (< 10 subjects) but whose conclusions could be clarified by careful consideration of psychosocial outcomes. The primary purpose of this study was to use semi-structured interviews to systematically inquire about the physiological and psychosocial burdens of individuals with dysphagia secondary to PD using a comprehensive stress and coping theoretical paradigm. Patient-provided feedback covered well-established psychosocial factors to describe the experiences of individuals with dysphagia, including affective reactions, coping strategies, social support and self-identity. The national sample of 25 participants consisted of individuals with a diagnosis of PD and complaints of oropharyngeal dysphagia. Participants were recruited through social media and the Michael J. Fox Foundation website. Interviews were conducted via Zoom HIPAA, and the recordings are being transcribed using oTranscribe software. Researchers will use ATLAS.ti software to identify and code common themes related to the physiological and psychosocial burdens of dysphagia in the participant interviews. This work is a preliminary step toward a long-term goal of incorporating sensitivity to psychosocial consequences of dysphagia into clinical tools and guidelines.

Learning Outcomes

At the end of this poster, participants will be able to:

• Name three frequent physiological burdens of dysphagia identified through interviews of individuals with PD.
• Name three frequent psychosocial burdens of dysphagia identified through interviews of individuals with PD.
• Define two ways that sensitivity to the psychosocial burdens of dysphagia could change your clinical practice.

Speaker(s)

Jocilyn Benninger, BS; Samantha Peterson, BS; Rebecca Bartlett, PhD, CCC-SLP, from Northern Arizona University

Social and Educational Implications of COVID-19 on Deaf and Hard-of-Hearing Students

The COVID-19 pandemic radically changed almost every aspect of schooling in a single week. Not only did classroom learning move to an online setting, but the change challenged “basic ideas about instruction, attendance, testing, funding, the role of technology and the human connections that hold it all together” (George et al, 2021). For typical students, adjusting to these changes has been difficult. However, for children with disabilities, especially mainstream deaf and hard of hearing children, adjustment to the changes has been not only monumental, but also, has excluded them from access to the curriculum and socialization with their peers. These barriers have gone largely unnoticed by school administrators, regular classroom teachers and classmates. This project focused on the educational and social implications of COVID-19 on deaf and hard of hearing students in mainstream classrooms, as perceived by eight teachers, speech-language pathologists and audiologists working with these students, as well as two parents of a deaf child. Common themes emerged from this project, illuminating ways to improve classroom educational and social inclusion for deaf and hard of hearing students during and following the pandemic.

Learning Outcomes

At the end of this poster, participants will be able to:

• Describe the educational implications of COVID-19 on deaf and hard of hearing students in mainstream classrooms
• Describe the social implications of COVID-19 on deaf and hard of hearing students in mainstream classrooms
• Discuss ways to improve classroom educational and social inclusion for deaf and hard of hearing students during and following the pandemic.

Speaker(s)

Judith King, PhD, CCC-SLP, from Northern Arizona University

The Effects of Exercise on Verbal Language in Aphasia

Exercise can improve cognitive abilities in older adults, as well as in stroke survivors. Some work shows that exercise may also improve language abilities in people with aphasia (PWA). However, little work has investigated the impact of physical therapy (PT) on cognitive-linguistic outcomes in PWA, despite PWA often receiving PT and speech-language therapy (ST) simultaneously. This preliminary investigation explored whether ST+PT improved cognition and language in PWA more so than ST alone. 22 PWA participated in an intense aphasia treatment program where they received three hours of therapy per day, four days per week for four weeks. Ten participants also participated in PT during the ST intervention (i.e., the ST+PT group) and 12 did not (i.e., the ST only group). The aphasia treatment program targeted noun and verb retrieval plus sentence production abilities through Verb Network Strengthening Treatment. Cognitive-linguistic abilities were measured before and after therapy using standardized and non-standardized measures. Mixed ANCOVAs explored how changes in language and cognition differed following therapy by group (ST+PT, ST only) and average minutes of exercise during the aphasia treatment program. While all participants demonstrated gains in their cognitive-linguistic abilities, there was a trend for those who participated in ST+PT to produce more verbs after treatment. We also found that participants who exercised more made less word finding errors after treatment. The preliminary results from this study demonstrate that the combination of ST and PT may improve cognitive-linguistic abilities in PWA more so than ST alone.

Learning Outcomes

At the end of this poster, participants will be able to:

• Explain the impact of physical therapy in conjunction with speech-language therapy on cognitive-linguistic abilities in people with aphasia.
• Identify the impact of exercise duration in conjunction with speech-language therapy on cognitive-linguistic abilities in people with aphasia.
• Identify areas for future research exploring the types of exercise that may most benefit cognitive-linguistic abilities in people with aphasia.

Speaker(s)

Emma DeClue, BS; Kathryn Schabarum, BA; Ethan Wash, MS, CCC-SLP; Arianna LaCroix, PhD, CCC-SLP, from Midwestern University

Workload Calculator Use by Arizona Speech-Language Pathologists - COVID Edition

Although school caseloads have remained relatively stable over time, the roles and responsibilities of speech-language pathologists (SLPs) have expanded, leading to a concomitant recognition of the need to move from considering caseload exclusively to considering functional workload when setting caseload standards (ASHA, 2016). A workload approach to caseload management considers more than the number of individuals receiving services by an SLP; it considers all activities required and performed when providing services.

Complicating recent efforts to adjust caseloads based on functional workload is the fact that in response to the COVID pandemic, school based SLPs have been required to explore new avenues for service provision to students. In addition to traditional “table-top” services provided to students in schools that have continued to support an on-site student population, SLPs have, for instance, ventured into telepractice as a way of providing remote services to students not at school. This study surveyed Arizona school-based SLPs to determine: the extent to which they use telepractice in their services; perceptions related to how telepractice is impacting their workload; and their willingness to document workload associated with telepractice, in-person, or hybrid services using a workload calculator to benefit SLP caseloads in the state.

Learning Outcomes

At the end of this poster, participants will be able to:

• Identify a rationale for using a workload approach to caseload management.
• List three major advantages and disadvantages of telepractice in the school setting, as reported by AZ school based SLPs.
• Describe three major ways that telepractice has impacted workload, as reported by AZ school based SLPs.

Speaker(s)

Sandra Stewart, EdD; Michelle Thomas, MS, CCC-SLP, from Northern Arizona University

The supervision course (Session 29) is offered separately for 0.15 ASHA CEUs (intermediate level).
The ethics courses (Sessions 12 and 17) are offered separately for up to 0.3 ASHA CEUs (intermediate level).

ArSHA is approved by the American Academy of Audiology to offer Academy CEUs for this activity. The program is worth a maximum of 1.25 CEUs. Academy approval of this continuing education activity is based on course content only and does not imply endorsement of course content, specific products or clinical procedure, or adherence of the event to the Academy’s Code of Ethics. Any views that are presented are those of the presenter/CE Provider and not necessarily of the American Academy of Audiology.

Speaker Disclosures

Speaker Disclosures (PDF)